Postgraduate Module Descriptor

EDUM047: Secondary Mathematics Subject Knowledge and Pedagogy

This module descriptor refers to the 2017/8 academic year.

Module Content

Syllabus Plan

The module introduces students to current thinking in the teaching of Mathematics and develops students’ pedagogic and academic subject knowledge in the field of Mathematics education. Key elements of the module include:

Theory, planning, reflection and development seminars to cover the theoretical basis of Mathematics education and how this is linked to practical concerns in the classroom.
Classroom pedagogy seminars to cover the range of practice in current Mathematics teaching. These also act to refresh students subject knowledge in Mathematics.
Peer Teaching.
Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between theoretical and practical aspects of teaching Mathematics.

On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
103	197	0

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Category	Hours of study time	Description
Scheduled Learning & Teaching activities	41	Seminars: Theory, planning, reflection and professional development
Scheduled Learning & Teaching activities	23	Seminars: Classroom pedagogy
Scheduled Learning & Teaching activities	26 (8hrs with tutors; 18hrs independently)	Peer Teaching
Scheduled Learning & Teaching activities	10	Seminar Days
Scheduled Learning & Teaching activities	3	Tutorials with academic tutor
Guided Independent Study	197	Independent Study

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written notes about 2 week school induction period	2 weeks in schools prior to beginning course	1, 2, 5, 13	Verbal (tutorial) and written
Statement on personal vision for Mathematics education	500 words	1, 10, 12	Peer feedback
Written subject knowledge audit	3 hours	3,4,10,11	Verbal (tutorial) and written action plans
Reflection on the nature of Mathematics and how this might affect your approach to teaching	500 words	1, 3, 6, 9	Written feedback from tutor

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

Coursework	Written exams	Practical exams
100	0	0

...and this table provides further details on the summative assessments for this module.

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written assignment	100	6,000 words	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12	Written feedback & opportunity to discuss this on seminar day
	0
	0
	0
	0
	0

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written assignment	Resubmission of essay (6,000 words)	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12	See notes below.

Re-assessment notes

RE-ASSESSMENT NOTESIf a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.

You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1^st September. You should discuss these options with your tutor

Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).

In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).

If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.